Preparation Research social psychology theory related to aggression; self-concept and self-efficacy; workplace aggression; de-escalation of aggression, training activities, et cetera. The deliverable for this assessment is an Aggression Intervention Training Program for handling potential situations of aggression, based on your own professional setting. This assessment requires you to apply research and creativity to develop a product you could use in professional life. Design a research-based Aggression Intervention Training Plan to minimize aggression for the setting in which you are currently working, or a setting from your previous professional experience. Social psychology is a scientific, research-based discipline. However, research in the field can be applied to understanding human behavior in a wide variety of settings and fields such as law, in addition to a wide range of applications for business and health settings. Instructions Assume the role in the scenario for the professional setting you currently work in, or a setting from your past experience. Scenario Due to your training and expertise in social psychology, your agency (or company) director has asked you to design a training activity/intervention for staff to identify and manage potential aggression in your work environment, and to promote positive outcomes. Deliverable Design a research-based Aggression Intervention Training Program for staff to minimize aggression, within a setting from your professional experience. You may use the format of your choice for the deliverable, such as a report, proposal, et cetera. Reflect on the prompts listed below each scoring guide criterion, as you develop this assessment. Evaluate how aggressive behavior may be influenced by the relationships, groups, and culture in a setting.What elements or conditions of the setting could contribute to potential aggressive behaviors?Are modifications in the environment needed?Are changes needed in the culture?Apply social psychological theory, research, and methods to design intervention training to minimize aggression in a specific setting.What does a staff person need to understand about their own reactions and triggers?How can staff quickly assess the aggressor's own self-concept?What methods or techniques could staff use to minimize or de-escalate aggressive situations or behaviors?Use examples of aggressive behavior to illustrate interventions.Apply principles of social psychological and methods to design interventions that promote self-esteem and self-efficacy for clients and staff.Explain principles and methods that:Improve clients' self-esteem.Support clients' self-efficacy.Recommend future training to complement and enhance the Aggression Intervention Training.Support positions with references from scholarly and professional literature. The Aggression Intervention Training must include the following: Setting.Describe the professional setting used as the basis for the assessment.Program Focus and Structure.Explain the focus of the aggression intervention plan—for example, sexual harassment/aggression, physical, male-on-male, female-on-male, male-on-female, workplace violence, domestic violence, dealing with violent clients or patients, et cetera.Outline the structure of the program—length, format, et cetera.Goals and Objectives.Identify primary goals and objectives related to the particular focus of the plan for the identified setting.Interventions.Design interventions to minimize aggression.Design interventions that promote self-esteem and self-efficacy for clients and staff.Evaluation.Construct a Pre and Post-test on attitudes toward aggression.Recommendations for follow up training.Include an evaluation of Assertiveness Training as a complement to the Aggression Intervention Program. Requirements Length: Maximum length is 5 pages.Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.References:Include a minimum of five peer-reviewed references. Resources and in-text citations should be formatted according to current APA style and formatting. By completing this paper, you will demonstrate the following: Evaluate the role of the social context (relationships, groups, and culture) in influencing the thoughts, feelings, and behaviors of individuals.Evaluate how aggressive behavior may be influenced by the relationships, groups, and culture in a setting.Synthesize social psychological theory and research to generate new understandings of social phenomena in contemporary society.Apply social psychological theory, research, and methods to design interventions to minimize aggression in a specific setting.Apply principles of social psychological and methods to design interventions that promote self-esteem and self-efficacy for clients and staff.Recommend future training to complement and enhance the Aggression Intervention Training.Communicate in a manner that is professional and consistent with expectations for members of the psychological profession. Support positions with references from scholarly and professional literature.Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style. Understanding Interactions in Complex Social Systems There has been a lot of psychological research on the cause of aggressive behavior and much discussion on how to reduce aggressive behavior. The social learning theory of aggression (Bandura, 1973) can be extended to understand the link between exposure to media with violent content and aggressive behavior. Thousands of studies have established a clear link between watching aggressive models and engaging in aggressive behavior (Anderson, Carnagey, & Eubanks, 2003). Most of these studies were focused on children and violent television content. However, recent research has looked at the effects of video games and violent content in music as it relates to aggressive behavior. References Anderson, C. A., Carnagey, N. L., & Eubanks, J. (2003). Exposure to violent media: The effects of songs with violent lyrics on aggressive thoughts and feelings. Journal of Personality and Social Psychology, 84, 960–971. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. How does social learning theory explain aggression?What is the evolutionary argument about aggression?How are gender, race, and culture related to self-esteem? Library Resources The following e-books or articles are linked directly in this course: Hershcovis, M. S., & Reich, T. C. (2013). Integrating workplace aggression research: Relational, contextual, and method considerations. Journal of Organizational Behavior, 34(S1), S26–S42.Hellmuth, J. C., Stappenbeck, C. A., Hoerster, K. D., & Jakupcak, M. (2012). Modeling PTSD symptom clusters, alcohol misuse, anger, and depression as they relate to aggression and suicidality in returning U.S. veterans. Journal of Traumatic Stress, 25(5), 527–534.Yaros, A., Lochman, J. E., Rosenbaum, J., & Jimenez-Camargo, L. A. (2014). Real-time hostile attribution measurement and aggression in children. Aggressive Behavior, 40(5), 409–420.Deb, S., Mukherjee, A., & Mathews, B. (2011). Aggression in sexually abused trafficked girls and efficacy of intervention. Journal of Interpersonal Violence, 26(4), 745–768.Österman, K. (2010). Indirect and direct aggression. New York, NY: Peter Lang.Belden, A. C., Gaffrey, M. S., & Luby, J. L. (2012). Relational aggression in children with preschool-onset psychiatric disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 889–901.Rudolph, K. D., Abaied, J. L., Flynn, M., Sugimura, N., & Agoston, A. M. (2011). Developing relationships, being cool, and not looking like a loser: Social goal orientation predicts children's responses to peer aggression. Child Development, 82(5), 1518–1530.Koolen, S., Poorthuis, A., & van Aken, M. A. G. (2012). Cognitive distortions and self-regulatory personality traits associated with proactive and reactive aggression in early adolescence. Cognitive Therapy and Research, 36(6), 776–787.Bedi, A., Courcy, F., Paquet, M., & Harvey, S. (2013). Interpersonal aggression and burnout: The mediating role of psychological climate. Stress and Health, 29(5), 350–359.Lachs, M. S., Rosen, T., Teresi, J. A., Eimicke, J. P., Ramirez, M., Silver, S., & Pillemer, K. (2012). Verbal and physical aggression directed at nursing home staff by residents. Journal of General Internal Medicine, 28(5), 660–667.Leff, S. S., Baker, C. N., Waasdorp, T. E., Vaughn, N. A., Bevans, K. B., Thomas, N. A., Monopoli, W. J. (2014). Social cognitions, distress, and leadership self-efficacy: Associations with aggression for high-risk minority youth. Development and Psychopathology, 26(3), 759–772.Suter, M., Pihet, S., de Ridder, J., Zimmermann, G., & Stephan, P. (2014). Implicit attitudes and self-concepts towards transgression and aggression: Differences between male community and offender adolescents, and associations with psychopathic traits. Journal of Adolescence, 37(5), 669–680.Field, R. D., Tobin, R. M., & Reese-Weber, M. (2014). Agreeableness, social self-efficacy, and conflict resolution strategies. Journal of Individual Differences, 35(2), 95–102.Khoury-Kassabri, M. (2012). The relationship between teacher self-efficacy and violence toward students as mediated by teacher's attitude. Social Work Research, 36(2), 127–139.Henry, D. B., Farrell, A. D., Schoeny, M. E., Tolan, P. H., & Dymnicki, A. B. (2011). Influence of school-level variables on aggression and associated attitudes of middle school students. Journal of School Psychology, 49(5), 481–503.MCN learning releases training to stop bullying in healthcare. (2012). Education Letter, 80.Carden, L. L., & Boyd, R. O. (2011). Workplace bullying: Project strategy. Journal of Business and Educational Leadership, 3(1), 71–82.Berlingieri, A. (2015). Challenging workplace bullying: The shaping of organizational practices toward systemic change. ProQuest Dissertations Publishing, 3715345. Internet Resources Centers for Disease Control. (n.d.). Division of violence prevention. Retrieved from http://www.cdc.gov/violenceprevention/youthviolenc... The Occupation Safety and Health Act (OSHA). (n.d.). Workplace violence. Retrieved from https://www.osha.gov/SLTC/workplaceviolence/National Gang Center, OJJDP Strategic Planning Tool. (n.d.). Aggression replacement training. Retrieved from https://www.nationalgangcenter.gov/SPT/Programs/7Lynda.com. (n.d.). Retrieved from https://www.lynda.com. Search for videos on assertiveness training with a free trial membership.Centers for Disease Control. (n.d.). Prevent bullying. Retrieved from http://www.cdc.gov/Features/prevent-bullying/index...Stop bullying. (n.d.). Retrieved from http://www.stopbullying.gov/

Concert Description/TitleConcert DateConcert TimeConcert Location1. List of Program/music performeda. Titles and composers of each piece. 2. 1-2 Paragraph description of Musicians/performersa. What kind of instruments? What style(s) of music? Where are they from? Anything interesting or unique about this performance? 3. 1-2 Paragraph description of performance elements of performancea. Describe the performance using musical terminology (timbre, rhythm, form, style, etc.)b. Describe the performance quality using musical terminology (pitch, rhythmic alignment, articulations, uniformity of style, etc.)4. 1-2 Paragraph description of expressive elements of performancea. What mood/emotion/character/feeling was being conveyed by the performance? b. How effective were the musicians at evoking the desired mood/emotion/character/feeling?c. Did you like the performance? Did you like the music? Would you recommend? d. Synthesize all elements of the performance into an informed aesthetic critique.5. Provide some evidence you were actually there a. Physical evidence: ticket stub, program, picture of you theirb. Description of something unique to the concert only someone who was there would knowThe professor needs the youtube video concert length of 45 minute.